My journey as a teacher is just beginning, and I find myself constantly pondering the teaching learning process. I have become aware that everything that I do in the classroom makes a difference in how children learn. Research has been done on so many different topics, and though I can be aware of the resources to me as a teacher to change my practice as problems arise, I need to pick what is most important to me as I embark on my educational career. I decided to focus on the four concepts that I found to be most important. The four are relationship-centered teaching, classroom management, student engagement and passion for my content area.
Relationship-centered teaching values student opinions. The goal in this type of classroom is to make a positive environment for the students. In my classroom students will be supported, respected, and valued as integral members of our community. Research shows that students who are supported in this way will be intrinsically motivated. Students in relationship-centered classrooms also show less high-risk behavior. It has been proven that relationship-centered environments have more student participation and student satisfaction. In this welcoming classroom environment, students will feel safe to take risks. Students who feel safe to take risks are more apt to demonstrate higher-level thinking, creativity and intellectual curiosity. In this type of climate my students will know that I have an open door, they are safe in my classroom and that I am approachable. For this higher level learning and level of safety to take place, classroom management is vital.
Management will begin with a cooperatively created firm set of rules that will be clearly communicated to my students and posted in my room. Students will need to sign an agreement about these rules. When students violate the rules, I will treat them with respect and not single them out in front of many other students. These violations will have logical consequences. If I find that these methods of discipline are not woking, I will work with the student and the administration to try to find a solution to the problem. Like Curwin and Mendler have proven, students who feel their dignity is threatened will be more likely to misbehave. Instead of addressing the student as difficult I will address the behavior. I will start my conversations with “I” instead of “you”. Haim Ginott’s research has exhibited that by speaking to students this way and giving them genuine praise you can create a positive environment for all students. Effectively managed classrooms challenge all students. It will take practice, to effectively,manage a classroom where all students are challenged this is what I will strive to do. The most effective classroom teacher does not treat all students the same. Students learn in many different ways, and in an effort to reach all students I will vary my instruction offering students a wide range of educational experiences and multiple opportunities for assessment. I will informally assess students often throughout the school year. Teachers who assess their students often are aware of what their students have learned and can create more opportunities and ways for all students to acquire knowledge. To manage all students effectively their individual needs must be met.
Student engagement creates a dynamic classroom environment. The more engaged students are the more they learn. Students will focus on lessons when captured by personal student openings. When students collaborate for difficult tasks, they are more likely to be engaged. Student engagement involves more than just dynamic teaching. Classroom environment can affect student engagement. It is important to know where to sit each student for minimal distraction, but the physical environment is also important like where is the teacher's desk and how are the seats arranged. Teachers must also design lessons that keep student interest and apply to them directly. Once students are engaged, giving them valuable specific feedback will keep them engaged. Without student engagement, teachers are just talking and students are not learning. I want a classroom that is alive with student participation and questioning.
Passion in the content of science can set the classroom on fire. Teachers who teach with excitement engage more students. I will teach my students that the greatest scientists took many risks, and sometimes failed before they made the greatest discoveries. I will create lessons that meet the state and federal requirements of what the students need to learn. Students will be engaged in cooperative learning, higher level thinking and questioning. Students who possess these skills have a greater understanding of the content. Curiosity will be valued in my classroom because scientists make discoveries based on observations and questions. This authentic scientific practice gets children doing science, and the children who “do” science are proven to engage. I will show students the latest discoveries in our content so they can see the progress of science and how it evolves. Authentic activities and linking science to relevant every day experiences lets students see why science is important.
As I begin my career as a teacher, I enter it through the clear eyes, of a 37 year-old woman. I understand what I am up against with the changing laws of education like the No Child Left Behind Act, core content standards, and the ever-changing requirements to be a teacher. I know that good lessons take hours to prepare, and that every year I will be challenged academically and emotionally. I am making the life long learning commitment to be a teacher because I want to inspire students in any way I can. I will attend as many professional developments as I can in an effort to constantly raise the bar of my teaching. By exhibiting the qualities of relationship-centered teaching, classroom management student engagement and passion for science content, I will create a positive and safe learning environment for all students.
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Teaching Philosophy
My journey as a teacher is just beginning, and I find myself constantly pondering the teaching learning process. I have become aware that everything that I do in the classroom makes a difference in how children learn. Research has been done on so many different topics, and though I can be aware of the resources to me as a teacher to change my practice as problems arise, I need to pick what is most important to me as I embark on my educational career. I decided to focus on the four concepts that I found to be most important. The four are relationship-centered teaching, classroom management, student engagement and passion for my content area.
Relationship-centered teaching values student opinions. The goal in this type of classroom is to make a positive environment for the students. In my classroom students will be supported, respected, and valued as integral members of our community. Research shows that students who are supported in this way will be intrinsically motivated. Students in relationship-centered classrooms also show less high-risk behavior. It has been proven that relationship-centered environments have more student participation and student satisfaction. In this welcoming classroom environment, students will feel safe to take risks. Students who feel safe to take risks are more apt to demonstrate higher-level thinking, creativity and intellectual curiosity. In this type of climate my students will know that I have an open door, they are safe in my classroom and that I am approachable. For this higher level learning and level of safety to take place, classroom management is vital.
Management will begin with a cooperatively created firm set of rules that will be clearly communicated to my students and posted in my room. Students will need to sign an agreement about these rules. When students violate the rules, I will treat them with respect and not single them out in front of many other students. These violations will have logical consequences. If I find that these methods of discipline are not woking, I will work with the student and the administration to try to find a solution to the problem. Like Curwin and Mendler have proven, students who feel their dignity is threatened will be more likely to misbehave. Instead of addressing the student as difficult I will address the behavior. I will start my conversations with “I” instead of “you”. Haim Ginott’s research has exhibited that by speaking to students this way and giving them genuine praise you can create a positive environment for all students. Effectively managed classrooms challenge all students. It will take practice, to effectively,manage a classroom where all students are challenged this is what I will strive to do. The most effective classroom teacher does not treat all students the same. Students learn in many different ways, and in an effort to reach all students I will vary my instruction offering students a wide range of educational experiences and multiple opportunities for assessment. I will informally assess students often throughout the school year. Teachers who assess their students often are aware of what their students have learned and can create more opportunities and ways for all students to acquire knowledge. To manage all students effectively their individual needs must be met.
Student engagement creates a dynamic classroom environment. The more engaged students are the more they learn. Students will focus on lessons when captured by personal student openings. When students collaborate for difficult tasks, they are more likely to be engaged. Student engagement involves more than just dynamic teaching. Classroom environment can affect student engagement. It is important to know where to sit each student for minimal distraction, but the physical environment is also important like where is the teacher's desk and how are the seats arranged. Teachers must also design lessons that keep student interest and apply to them directly. Once students are engaged, giving them valuable specific feedback will keep them engaged. Without student engagement, teachers are just talking and students are not learning. I want a classroom that is alive with student participation and questioning.
Passion in the content of science can set the classroom on fire. Teachers who teach with excitement engage more students. I will teach my students that the greatest scientists took many risks, and sometimes failed before they made the greatest discoveries. I will create lessons that meet the state and federal requirements of what the students need to learn. Students will be engaged in cooperative learning, higher level thinking and questioning. Students who possess these skills have a greater understanding of the content. Curiosity will be valued in my classroom because scientists make discoveries based on observations and questions. This authentic scientific practice gets children doing science, and the children who “do” science are proven to engage. I will show students the latest discoveries in our content so they can see the progress of science and how it evolves. Authentic activities and linking science to relevant every day experiences lets students see why science is important.
As I begin my career as a teacher, I enter it through the clear eyes, of a 37 year-old woman. I understand what I am up against with the changing laws of education like the No Child Left Behind Act, core content standards, and the ever-changing requirements to be a teacher. I know that good lessons take hours to prepare, and that every year I will be challenged academically and emotionally. I am making the life long learning commitment to be a teacher because I want to inspire students in any way I can. I will attend as many professional developments as I can in an effort to constantly raise the bar of my teaching. By exhibiting the qualities of relationship-centered teaching, classroom management student engagement and passion for science content, I will create a positive and safe learning environment for all students.
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